Abstract
Background : There is a relationship between a country’s progress and the statistical formation of its citizens, where the statistical reasoning of mathematics teachers is crucial to increase this relationship. Objective : To determine the level of statistical reasoning on hypothesis tests of future Chilean mathematics teachers. Design : The methodology used is a quantitative transectional approach. The SOLO (Structure of the Observed Learning Outcome) taxonomy was used to characterise the pre-service teachers’ level of knowledge of the main concepts of hypothesis testing. Settings and participants : Chilean students from V to VIII level of Pedagogy in Mathematics who passed the statistics subjects of the formative itinerary, subjects that include the topic of hypothesis testing. Data collection and analysis : Through a consecutive non-probabilistic sampling and an instrument previously validated by expert judges, a sample made up of 29 of 43 pre-service teachers was analysed, obtaining a representation of 67% of the target population. Result : There was enough evidence to affirm that the per-service teachers’ statistical reasoning is in prestructural and unistructural levels of the SOLO taxonomy regarding their knowledge of the statistical hypothesis tests. Conclusion : It is necessary to correct this situation by means of remedial tools before those students graduate and begin teaching.
Highlights
At the beginning of the 1980s, international interest focused on descriptive and inferential statistics teaching (Batanero (2000, 2013a)
For future generations to acquire these two skills, he considers that mathematics teachers who teach statistics must be trained in a discipline that points towards logical abstraction, basic literacy, numeracy, and reasoning and statistical thinking that will allow them to describe and generalise the phenomena observed in daily life
In this research, we considered using the SOLO taxonomy to determine the level of statistical reasoning of prospective Chilean teachers on hypothesis tests
Summary
At the beginning of the 1980s, international interest focused on descriptive and inferential statistics teaching (Batanero (2000, 2013a). If there has been a statistical model promoting reasoning and statistical argumentation, and critical attitude since back in 1997, why does Batanero (2013a) point out that the statistics university classes place too much emphasis on procedure and formula applications to obtain numerical values from unimportant set of statistical data and let students complete statistics courses without acquiring the competencies shown in the programmes? Objective: To determine the level of statistical reasoning on hypothesis tests of future Chilean mathematics teachers. The SOLO (Structure of the Observed Learning Outcome) taxonomy was used to characterise the pre-service teachers’ level of knowledge of the main concepts of hypothesis testing. Result: There was enough evidence to affirm that the per-service teachers’ statistical reasoning is in prestructural and unistructural levels of the SOLO taxonomy regarding their knowledge of the statistical hypothesis tests. Conclusion: It is necessary to correct this situation by means of remedial tools before those students graduate and begin teaching
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